Navigating Policy

In an article written in the Financial Review (2016), Tim Dodd writes, "The University of Sydney will require all of its students in arts and science degrees to bolster their specialist learning with courses in generic skills in a bid to improve their employability... from 2018 it would be compulsory for arts and science students to include generalist courses in their degree such as entrepreneurship, cultural competence, ethics, and data and digital literacy” (cited 19 August 2016).

 

Dodd explains that there is a shift towards ensuring students are equipped with skills for the ever changing World (Dodd, 2016). Combined with practical experience, the new policy reform is suggested to prepare students for not only their future prospects but prospects not even invented yet. Other parts of this policy reform will also involve restructuring the types of courses and subjects available, the length of completing degrees and incorporating global experience to improve cultural flexibility (Dodd, 2016).

 

There are many reasons why such trends are occurring within education; the Commonwealth Governments emphasis on productivity and Universities and RTO’s trying to stay relevant just to name a few. This policy proposal would like to focus on the question of: How secondary education will be effective in developing citizens who can contribute and are more than equipped to navigate through an unpredictable and ever changing future. There is potential for this proposal to add to the conversation by suggesting that structural changes be made to secondary education to include space for the development of “generic skills” (Mayer, E 1992 p.1). Or as this proposal suggests ‘skills to best navigate through an unpredictable future”.